NEWCOMER IMMIGRANT ENGLISH- LANGUAGE LEARNER (ELL) … · 2016. 12. 7. · grants, the district has implemented a Newcomer Program for immigrant ELLs in their first year in U.S. schools

MEMORANDUM December 6, 2016 TO: Gracie Guerrero Assistant Superintendent, Multilingual Programs FROM: Carla Stevens Assistant Superintendent, Research and Accountability SUBJECT: NEWCOMER IMMIGRANT ENGLISH-LANGUAGE LEARNER (ELL) PROGRAM

EVALUATION 2016

Many of the English Language Learner (ELL) students in the district are recent immigrants who have been in the United States for three years or less. In recent years, the number of immigrant ELLs in the district has increased dramatically, and the number of first-year immigrants has increased by 117 percent since 2011–2012. In an attempt to address the needs of the most challenged of these recent immigrants, the district in 2015–2016 implemented a Newcomer Program for immigrant ELLs in their first year in U.S. schools. The program assists new immigrant students to adapt to a new country, language, and school, and has been implemented in seven high schools and 14 middle schools. Included in the report are findings from assessments of English language proficiency for newcomer students, including results from TELPAS, ReadingSmart, and the Scholastic Reading Inventory (SRI). Also included are attendance and disciplinary data for newcomer students, and a summary of training and support offered for teachers at campuses participating in the program.

Key findings include: • A total of 1,397 newcomer students were enrolled at the 21 participating campuses in 2015–

2016 (764 in high school, 633 in middle school). • More than half (55%) of these newcomer students came from just three countries: El

Salvador (344), Honduras (234), and Guatemala (181). • Twenty-seven teachers and 10 administrators attended Quality Teaching for English

Language Learners (QTEL) training, which was intended to facilitate teachers’ and schools’ engagement with newcomer students.

• A variety of measures (TELPAS, ReadingSmart, and SRI) showed that newcomer students lagged behind other ELLs in terms of the English language proficiency, and did not differ greatly from newcomers at campuses that did not participate in the program.

• Attendance rates for newcomers did not differ from those of other students, but they had significantly lower rates of disciplinary incidents in comparison with other students in the district.

Further distribution of this report is at your discretion. Should you have any further questions, please contact me at 713-556-6700.

Attachment cc: Grenita Lathan

RESEARCHEducational Program Report

Newcomer Immigrant Program Evaluation2015 – 2016

H o u s t o n I n d e p e n d e n t S c h o o l D i s t r i c t

2016 Board of Education

Manuel Rodriguez, Jr.President

Wanda AdamsFirst Vice President

Diana DávilaSecond Vice President

Jolanda JonesSecretary

Rhonda Skillern-JonesAssistant Secretary

Anna EastmanMichael L. LuncefordGreg MeyersHarvin C. Moore

Richard A. CarranzaSuperintendent of Schools

Carla StevensAssistant SuperintendentDepartment of Research and Accountability

Kevin Briand, Ph.D.Senior Research Specialist

Venita Holmes, Dr.P.H.Research Manager

Houston Independent School DistrictHattie Mae White Educational Support Center4400 West 18th StreetHouston, Texas 77092-8501

www.HoustonISD.org

It is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, political affiliation, sexual orientation, gender identity and/or gender expression in its educational or employment programs and activities.

HISD Research and Accountability____________________________________________________________ 1

Executive Summary

Program Description

There are approximately 65,000 students in Houston ISD labeled as “English language learners”, or

ELLs. Many of these students have the additional obstacle of being recent immigrants who have been in

the United States for three years or less. In recent years, the number of immigrant ELLs in the district

has increased dramatically, and the number of first year immigrant has increased by 117 percent since

2011–2012. Without proper instructional supports, these students are at risk of falling behind academi-

cally. In an attempt to address the needs of the most challenged of these recent immigrants, the district

has implemented a Newcomer Program for immigrant ELLs in their first year in U.S. schools. This report

summarizes data from this program for the 2015–2016 school year.

The Newcomer Program in HISD is an English as a Second Language (ESL) based program designed

to accomodate and educate newly arrived immigrant ELL students. The program assists new immigrant

students to adapt to a new country, language, and school, and has been implemented in seven high

schools and 14 middle schools. The newcomer program follows a "school-within-a-school" model, in

which newcomer students are not segregated from the general student population in a separate facility,

but receive a specialized instruction/schedule within an existing campus. The main components of the

program involve:

providing orientation to the new school, community and society;

intensive English language development via ESL methodology;

staff who are trained to work with first year immigrant ELLS;

specialized curriculum and scheduling;

support services (e.g., counseling, tutoring, career education, transportation, health services); and

parent resources/education.

Highlights

A total of 1,397 newcomer students were enrolled at the 21 participating campuses (764 in high

school and 633 in middle school).

More than half (55%) of these newcomer students came from just three countries: El Salvador (344),

Honduras (234), and Guatemala (181). The majority of participating newcomers were economically

disadvantaged (70%) and Spanish-speaking (77%).

Twenty-seven teachers and 10 administrators attended Quality Teaching for English Learners

(QTEL) training offered by the district.

Multilingual Programs Department staff provided additional support for the participating newcomer

campuses, with staff logs showing that 344 teachers were served.

Newcomer students at participating campuses showed slightly lower English proficiency on TELPAS

NEWCOMER PROGRAM EVALUATION REPORT 2015–2016


in comparison with newcomers from other campuses, and both groups were less proficient than

ELLs as a group.

On the ReadingSmart end-of year (EOY) assessment, newcomer students at participating campus-

es showed smaller lexile gains than did other newcomers.

SRI (Scholastic Reading Inventory) testing showed that very few newcomers were at the Basic level

or better (only 3.4%), compared to 65.5% for non-newcomers and 1.9% for newcomers at non-

participating campuses. The majority of newcomers (96.6%) were at the Below Basic level.

Attendance rates for newcomers did not differ from those of either other newcomers at non-

participating campuses, or non-newcomer students in grades 6-12. Discipline date showed that

newcomer students had lower rates of disciplinary incidents than did non-newcomers in the district.

Recommendations

1. In order to continue to build teacher capacity, it is recommended that additional Quality Teaching for

English Learners (QTEL) training be offered. The district should also explore building district capaci-

ty so that this type of training can be offered in-house in order to decrease costs associated with this

specialized training and offer flexibility with scheduling.

2. To better gauge need for Newcomer support at each school, an online database to track all teacher

data including support information and trainings attended should be made available and used to

monitor teacher development and support throughout the year.

3. In order to monitor the academic and linguistic progress of Newcomer students, it is recommended

that a database to track student lexile reading level and adapted TELPAS writing rating be utilized.

4. So that progress can be adequately measured, ensure that enough students participate in similar

achievement measures so that a comparison can be made.


Introduction

There are approximately 65,000 students in Houston ISD labeled as “English language learners”, or

ELLs. Many of these students have the additional obstacle of being recent immigrants who have been in

the United States for three years or less. In recent years, the number of immigrant ELLs in the district

has increased dramatically, and the number of first year immigrants has increased by 117 percent since

2011–2012 (see Figure 1). Without proper instructional supports, these students are at risk of falling be-

hind academically. In an attempt to address the needs of the most challenged of these recent immi-

grants, the district has implemented a Newcomer Program for immigrant ELLs in their first year in U.S.

schools. This report summarizes data from this program for the 2015–2016 school year.

Newcomer Program Background

The Newcomer Program in HISD is an English as a Second Language (ESL) based program designed

to accommodate and educate newly arrived immigrant ELL students. The program assists new immi-

grant students to adapt to a new country, language, and school. "Immigrant" children or youth, as de-

fined under the No Child Left Behind Act of 2001 (NCLB), are "individuals who are aged 3 through 21;

were not born in any state; and have not not been attending schools in any one or more states for more

than 3 full academic years" (P.L. 107-110 Title III, Part C, § 3301(6)). Although these students may ar-

rive in HISD at any grade level, the Newcomer Program focuses on students in high school and middle

school only.

Immigrant students can have widely varying backgrounds, which offers challenges to educators. They

may simply be ELLs but they may also have refugee status. In addition to age differences, immigrants

can have disparate experiences in formal educational settings, and some may arrive in school having

experienced trauma due to events occurring before or during their move to this country. This may be

particularly true with populations of immigrant students from Mexico and Central America (i.e., Hondu-

ras, El Salvador, and Guatemala). The upsurge in the number of immigrants from those countries has

been driven by recent increases in gang and drug-related violence in those home countries, compound-

ing problems caused by continuing economic difficulties.

Figure 1. Number of Immigrants and newcomers (first-year immigrants) by year, 2011 to 2016.

Source: IBM Cognos, Chancery


Newcomer Program Details

The Newcomer Program was implemented in a total of seven high schools and 14 middle schools (see

Table 1). The program follows a "school-within-a-school" model, in which newcomer students are not

segregated from the general student population in a separate facility, but receive a specialized instruc-

tion/schedule within an existing campus. The main components of the program involve:

providing orientation to the new school, community and society;

intensive English language development via ESL methodology;

staff who are trained to work with first year immigrant ELLS;

specialized curriculum and scheduling;

support services (e.g., counseling, tutoring, career education, transportation, health services); and

parent resources/education.

The Newcomer Program has three tiers of campuses. Three high schools (Lee [now called Wisdom HS

as of 2016–2017], Liberty, and Westbury) serve newcomer students zoned to their school, but can also

accept students who transfer from other campuses. Four other high schools (Austin, Chavez, Sam Hou-

ston, and Westside) serve only newcomers who are zoned to their campus. Middle school campuses

compose the final tier, and they also accept only zoned students. All of the high schools include a spe-

cialized curriculum and schedule for newcomer students. The primary objectives of the high school new-

comer program are threefold. First, newcomer students are provided equitable access to the Recom-

mended Level of Achievement graduation plan, which is the district's default plan for all high school stu-

dents. Second, efforts are made to minimize the number of state assessments in the students' first year

of enrollment in order to facilitate the acquisition of English proficiency. Third, students are given the op-

portunity for credit accrual in order that they do not face credit deficits in junior and senior year.

Middle schools provide no specialized schedule for newcomers. Instead, newcomers receive the same

curriculum and schedule as other ESL students at those schools. Newcomers in middle school do con-

tinue to receive the other types of support described above.

Methods Participants

There were 1,397 newcomer students served by the program in 2015–2016 (764 in high school and 633

in middle school). An additional 541 newcomer students were at campuses that did not participate in the

Table 1. Number of Newcomer Students Enrolled at Participating Campuses, 2015–2016

Source: Chancery, TELPAS


newcomer program; these students served as a comparison group for analyses of student performance

data (see below). A breakdown of the number of students served by campus is provided in Table 1. All

newcomers were first year immigrant ELLs. More than half (55%) of newcomer students came from

three Central American countries: El Salvador, Honduras, and Guatemala (see Table 2). The majority

qualified for free or reduced lunch (70%), with more males than females (56% vs. 44%). Also, most new-

comers had Spanish as their home language (77%), although there appeared to be more linguistic varia-

tion than in the overall ELL population for the district, where 92% of ELLs were Spanish-speaking.

Teachers at participating campuses were designated as newcomer teachers if they attended QTEL

training (Quality Teaching for English Learners) offered by the district, and taught newcomer students in

at least one subject (see Table 1 for counts of newcomer teachers). The QTEL training was provided by

WestEd in the summer and fall of 2015. On-site training (five days each) was provided for teachers in

middle school and high school. There was also a five-day session offered for administrators on dealing

with newcomer students. The QTEL sessions were intended to develop teacher expertise in engaging

newcomer students in challenging, supportive instruction and strengthening the expertise of school ad-

ministrators in supporting the newcomer program. A total of 5 middle school and 22 high school teach-

ers from the Newcomers campuses attended QTEL training, as did 10 administrators and other staff.

Data Collection & Analysis

The Multilingual Programs Department provided of a list of teachers attending the QTEL training,

and teacher’s employee ID codes were retrieved from the district’s Chancery database. Multilingual

Programs department specialists maintained logs of support provided to teachers and participating

campuses, and a summary of data from these logs is included.

Additional data were to have come from two measures used to rate teacher performance, EVAAS

ratings as well as a rating derived from a TELPAS Comparative Growth (CGI) measure. However,

neither data source was available for the current year. There was no EVAAS data collected for 2015

–2016 due to administrative decisions. In addition, the TELPAS CGI measure is only available for

middle school teachers, not those in high school. Because of the small number of teachers identified

(n = 5), this was not used.

Table 2. Demographics of newcomer students at participating campuses, 2015–2016



Student performance data were collected on four measures. IPT (IDEA Language Proficiency Test)

scores for newcomers were obtained at three points in time: on entry to the district (for identification

as ELLs), at the end of the first semester, and at the end of the year. Counts were obtained of the

number and percentage of newcomers with both pre-and post-test scores, and their IPT ratings dur-

ing the year.

The second set of student assessment data was collected as part of students' participation in the

ReadingSmart program. This is a web-based learning environment designed to accelerate English

language development for ELLs, and all newcomers participated. Scores for ReadingSmart were

obtained at the beginning of the year and at the end of the year, and the scores used reflect the lex-

ile gain shown for each student.

The third set of student assessment data came from the Scholastic Reading Inventory (SRI). The

SRI is a computer-adaptive assessment designed to measure how well students read literature and

expository texts of varying difficulties. Scores are obtained at the beginning, middle, and end of year.

Scores fall into one of four proficiency levels (Below Basic, Basic, Proficient, and Advanced).

Finally, TELPAS results are reported, specifically, the level of English language proficiency exhibited

by newcomer students. Comparisons were made of the performance of newcomers at participating

campuses to that of newcomers who did not attend these schools. Appendix A (see p. 12) provides

further details on each of the assessments analyzed for this report.

Results

How many newcomer teachers received QTEL training?

A total of 5 middle school and 22 high school teachers from the Newcomers campuses attended

QTEL training, as did 10 administrators and other staff (see Table 1, p. 4). Eighteen of the newcom-

er teachers trained were female and 9 were male.

How much support was provided to newcomer teachers or campuses according to activity logs?

Data from support logs submitted by Multilingual Program department staff were collated, and a sum-

mary of the results are shown in Table 3.

A total of 344 teachers received support at newcomer campuses during 2015–2016 (234 from high

schools, 110 from middle schools). An additional 22 from other campuses also received support.

Table 3. Number of Teacher at Newcomer Campuses Receiving Support, 2015–2016


What was the TELPAS performance of students in the newcomer program?

Figure 2 shows TELPAS results for 2016 for three student groups: newcomer students at the participat-

ing campuses, newcomer students at other campuses, and all ELL students districtwide. In all cases,

data are limited to students in grades 6 through 12. For details see Appendices B and C, pp. 13-14.

Unsurprisingly, both groups of newcomer students had lower levels of overall English proficiency, as

compared to ELLs as a group.

Newcomers at participating campuses had slightly lower scores than other newcomers, with fewer

students scoring Advanced or better (12% vs 16%) and more at the Beginning level (56% vs 52%).

Surprisingly, both groups of newcomers did better than ELLs overall in terms of yearly progress, with

participating newcomers showing the most progress between 2015 and 2016 (see footnote #1).

How did newcomer students perform on the ReadingSmart assessment?

On the ReadingSmart assessment, there were 94 newcomer students at participating campuses with

both beginning-of-year (BOY) and end-of-year (EOY) scores. There were an additional 50 newcomers

from non-participating campuses with both BOY and EOY scores, as well as 601 non-newcomers with

both BOY and EOY results. A summary of the data is shown in Figure 3 (p. 8).

Both groups of newcomer students showed smaller lexile gains than did non-newcomer ELLs.

Newcomer students from the participating campuses showed the smallest lexile gains, lower than

that shown by non-participating newcomers (137 vs 157 lexile points).

Source: Chancery, TELPAS

A. B.

Figure 2. 2016 TELPAS performance of newcomer students, first-year immigrants from other (non-participating) campuses, and all ELLs districtwide: A. Overall proficiency level in 2016, B.

Percent of students making gains in proficiency between 2015 and 2016


How did newcomer students perform on the SRI assessment?

The SRI assessment is administered at three different points during the year: at the start of the year

(BOY), and at the end of the first (MOY) and second semesters (EOY). Summary data for students tak-

ing the SRI is shown in Table 4 below.

There were 125 newcomers at participating campuses with sets of data for both pre (either BOY or

MOY) as well as post (EOY). An additional 53 newcomers from other campuses also had reportable

data.

There were few newcomer students who scored at the Basic level or above at the EOY testing: only

5 for students from participating schools, and one for those at other campuses.

In terms of percentage, more participating newcomers than non-participating newcomers scored

Basic or better on the SRI at EOY testing (4.0% vs 1.9%). This difference was not statistically signifi-

cant, however.

Figure 3. ReadingSmart Results: Average lexile gain for students having both beginning-of-year (BOY) and end-of-year (EOY) assessments

Table 4. SRI Results: Number of Students Tested (BOY and EOY), and Percent Scoring Basic or Above

Source: Chancery, Multilingual Programs Dept



What was the IPT performance of students in the newcomer program?

The IPT is administered to new ELL students as part of their initial assessment when determining wheth-

er they qualify as ELLs. This normally occurs at the start of the school year, but for immigrant ELLs, it

can occur at any time, depending on when they first enroll. The IPT is also given at the end of the year

to some ELL students for the purposes of exiting them from ELL status (as a measure of oral language

proficiency). Students in the newcomer program also are assessed with the IPT at the end of the school

year, as way of monitoring their progress. This section summarizes the findings from analysis of the

EOY results from IPT testing of all newcomer students at participating campuses.

The IPT was administered to 638 newcomers at EOY, only from the 21 participating campuses.

As Figure 4 shows, most of these students were still rated at the lowest level (Beginning) at the end

of their first school year (85%).

Only 15 students (2%) were rated at the highest level (Advanced, or Fluent English Speaker).

Did newcomer students differ from other students in terms of school attendance or discipline?

Student attendance and discipline data from 2015–2016 were analyzed to determine whether there was

a difference between the patterns shown by newcomer students and others in the district.

Figure 4. IPT Results: Number of Newcomers Students at Each Proficiency Level in End-of-Year (EOY) Testing

Source: Chancery, IPT Data Extracted 9/13/16

Table 5. Number and Percent of Student Subject to Disciplinary Actions in 2015–2016

Source: TEA Discipline File 2015-2016


Student attendance records (PEIMS ADA file for 2015–2016) showed that the average attendance

rate for newcomer students was 94.1 percent, which did not differ from comparable rates for other

newcomer students (94.4%) or non-newcomer students in grades 6 to 12 (94.4%).

Student discipline data were extracted from district records using the appropriate PEIMS Disciplinary

Action Codes (grades 6 to 12 only).

As Table 5 shows (p. 9), there were 146 newcomer program students who received any type of dis-

ciplinary action in 2015–2016, equivalent to 10.45% of all newcomer program students enrolled.

This did not differ from the rate shown by newcomers from other campuses (11.09%), but was sig-

nificantly lower than that observed for non-newcomer students in grades 6 to 12 (20.09%, p

< .0001).

Discussion

The goal of the district's Newcomer program is to accommodate and educate newly arrived immigrant

ELL students. Based on immigrant student enrollment, twenty-one secondary campuses were selected

to participate, seven high schools and 14 middle schools. Under the program, newcomer students re-

ceive specialized instruction within an existing campus, rather than be segregated from the general stu-

dent population in a separate facility.

Results of this initial evaluation report can be summarized as follows. The specialized QTEL training

which was offered to teachers at the newcomer campuses was attended by only 27 teachers, and most

campuses did not have any teachers attending. Over three hundred teachers did receive some type of

support from Multilingual Programs Department staff during the course of the school year, however. In

comparison with newcomer students from non-participating campuses, newcomers from the selected

campuses did not show any particular pattern of better or lower performance on various assessments

(TELPAS, ReadingSmart, SRI), in some cases showing superior performance and in others doing less

well. Overall, large gaps still existed for the newcomer students in terms of their English language profi-

ciency.

As we begin the second year of the program, it is likely that the number of newcomer students in the

district will remain at least at the level observed in 2015–2016, and will likely be higher (based on prelim-

inary enrollment data for 2016–2017). So there will continue to be a need for these types of services. A

reassessment of the program's components, as well as consideration of what data would be most useful

in judging its' success, seems warranted. Data reported here shows that most newcomers were still at

the lowest level of English proficiency at year's end, and there was little to distinguish them from new-

comers at schools not included in the program. Perhaps other measures of student performance

(attendance, discipline, etc.) might be useful to include in the future, as well as perhaps some data on

student attitudes towards school. At this early date, the program's success is difficult to determine.

References ESL ReadingSmart (2012) Archipelago Learning, Dallas TX, eslreadingsmart.com

Endnotes 1 TELPAS Yearly Progress data requires that students be tested in two consecutive school years. In the present

case, this would require that TELPAS data be available from both 2016 as well as from 2015. Although new-


comer students are considered to be in their first year in U.S. schools, nevertheless TELPAS Yearly Progress data is available for some of them because of the way in which newcomer students are identified. An immigrant student is still considered to be in their first year if they were enrolled in the previous year for fewer than 60 con-secutive days. For the newcomers covered in this report, this would include those who enrolled on or after Feb-ruary 26, 2015. However, this date is prior to the 2015 testing window for the TELPAS, and thus there are a few newcomer students who have data from both years. The numbr of newcomer students this situation applies to is small, as Appendices B and C will bear out. While over 1,000 newcomers were tested on TELPAS in 2016 (see Appendix B), only 11 were tested in both 2015 and 2016 (see Appendix C).


Appendix A

Explanation of Assessments Included in Report

The TELPAS is an English language proficiency assessment which is administered to all ELL students

in kindergarten through twelfth grade, and which was developed by the Texas Education Agency (TEA)

in response to federal testing requirements. Proficiency scores in the domains of listening, speaking,

reading, and writing are used to calculate a composite score. Composite scores are in turn used to indi-

cate where ELL students are on a continuum of English language development. This continuum, based

on the stages of language development for second language learners, is divided into four proficiency

levels: Beginning, Intermediate, Advanced, and Advanced High.

ESL ReadingSmart is a Web-based program that was created to help students learning English as their

second language and increase the speed at which they learn. The program addresses four language

doaons: listening, speaking, reading, and writing, and includes a number of features such as placement

tests and individualized learning paths. Students who master 20 or more lessons will automatically be

offered an achievement test. The achievement test is an assessment tool that measures student pro-

gress in reference to the initial placement test. Results on the achievement test measure student pro-

gress by comparing students' placement test results with their results in the achievement test. Student

performance on the achievement test is represented by both an achievement level and by a lexile gain

relative to their initial placement.

The Scholastic Reading Inventory (SRI) is a computer-adaptive assessment designed to measure how

well students read literature and expository texts of varying difficulties. It is a nationally normed, forma-

tive assessment that provides a reading level in the form of a Lexile, or alternatively in terms of a profi-

ciency level (Below Basic, Basic, Proficient, Advanced). Scores are obtained at the beginning, middle,

and end of year. Scores fall into one of four proficiency levels.

The IDEA Language Proficiency Test (IPT) is an assessment of oral language proficiency which is indi-

vidually administered. Some items are based on pictures while others are based on interaction between

the examiner and the student. For example, students identify objects or actions in pictures, listen to brief

stories and answer questions about them, and answer questions about themselves and their opinions

and experiences. The oral tests assess proficiency in four domains of oral English or Spanish: vocabu-

lary, grammar, comprehension, and verbal expression. The items are grouped into levels. At the end of

each level, the examiner tallies the number of errors at that level and compares this to a scoring rule that

tells the examiner to either stop testing or continue on to the next level. In this way, students advance

through the test levels until the test is completed or until they stop at the highest level they can attain

based on their language proficiency. Students are then assigned one of five oral proficiency levels: Be-

ginning, Early Intermediate, Intermediate, Early Advanced, and Advanced. Scores for newcomers were

obtained at three points in time: on entry to the district (for identification as ELLs), at the end of the first

semester, and at the end of the year. Counts were obtained of the number and percentage of newcom-

ers with both pre-and post-test scores, and their IPT ratings during the year.


Source: TELPAS data file 5/25/16, Chancery

Appendix B

Composite TELPAS Results: Number and Percent of Students at Each Proficiency Level in 2016, by Grade.

Results Shown Separately for Newcomers and All ELLs

Newcomers (Participating Campuses)

Newcomers (Other Campuses)

All ELLs


Newcomers (Participating Campuses)

Source: TELPAS data file 5/25/16, Chancery

Appendix C

TELPAS Yearly Progress: Number and Percent of Students Gaining One or More Levels of English Language Proficiency in 2016,

by Grade. Results Shown Separately for Newcomers and All ELLs

Newcomers (Other Campuses)

All ELLs

Documents

NEWCOMER IMMIGRANT ENGLISH- LANGUAGE LEARNER (ELL) … · 2016. 12. 7. · grants, the district has implemented a Newcomer Program for immigrant ELLs in their first year in U.S. schools